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"Since the 1990's educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as 'future ready' key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach. "

"Today, we acknowledge that the digital citizen is a global citizen. There has been, like the U.S. Constitution drafters recognized, a need for a definition of checks and balances that will govern this "new" world-wide technology. While it certainly is not a governing set of laws or even enforceable, digital citizenship nevertheless defines the model behavior of today's Global Digital Natives. So how do we make the definition clear for all? What are a few of the Global Digital Citizenship myths that we can get nipped in the bud? Read on …"

Wakelet Link to 33 Global Resources on Digital Resources

This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General's Global Education First Initiative's Youth Advocacy Group (GEFI-YAG). To gather the measurement tools in this collection, the working group surveyed GCED programs and initiatives that target youth (ages 15-24). For the purposes of this project, GCED was defined as any educational effort that aims to provide the skills, knowledge, and experiences and to encourage the behaviors, attitudes, and values that allow young persons to be agents of long-term, positive changes in their own lives and in the lives of people in their immediate and larger communities (with the community including the environment).

What are teachers doing to support online learning both locally and globally? When interacting and collaborating with others beyond the immediate classroom, what are expected protocols or norms of behavior, and what are the essential understandings needed to forge working relationships between learners? Julie Lindsay, an education leader in digital technology, online learning, and curriculum across Asia, Africa, and the Middle East, and author of the new book, The Global Educator: Leveraging Technology for Collaborative Learning and Teaching, explores. Please also join us on Twitter next Thursday, July 28, for a special #globaledchat with Julie Lindsay on her new book!

This article suggests ways to bring global perspectives into the classroom through: * Books - global stories * Textbooks that specifically feature global perspectives * Involvement in global projects * Bringing personal travel experiences into the classroom * Connecting with global educators online * Connecting with classrooms overseas, e.g. Pen Pal Schools

Excellent slideshow by @langwitches sharing new curriculum objectives to support globally connected learning.

Download the 'Educating for global competence' document - excellent matrix and guidelines

I am excited to be sharing global pedagogy in the world language classroom with educators from NJAIS (New Jersey Association of Independent Schools). How do we make world language teaching more relevant for our students in the US? How do we move, as Jason Cummings pointed out, towards oral fluency and interpersonal communication through global connections?

Thinking routines to encourage global thinking

Article based around material from my new book - 'The Global Educator' published by ISTE and Hawker Brownlow

Blog post on the ISTE Connects blog on communication between different cultures when collaborating globally

Twenty years ago, good citizenship took place in the microcosm of the classroom and was simply rewarded with a certificate of merit. Today, with its millennial twist, global digital citizenship reaches far beyond the playground fence. And its stewards are enriched with a much deeper understanding of how their actions affect their own lives as well as those of their peers - at home and around the world. That's why students must take an active role in identifying and establishing ethical digital use. They need to be involved in the critical thinking and policy creation that affects ultimate change. It's called "buy-in" … and these days, our savvy students require it if they'll be expected to have a healthy relationship with technology.

Delighted to see this article in THE Journal about global collaboration, including Flat Connections projects. hats off to Theresa Allen and Avylon Magarey for also sharing their ideas and practices as they join classrooms around the world.

UPDATED link for Global collaboration across the curriculum toolkit I developed in conjunction with Asia Education Foundation, Australia

Global collaboration across the curriculum toolkit created by Julie Lindsay with the Asia Education Foundation.

Sonya Van Schaijik shares her ideas and experiences to encourage others to join and create global projects